Identifying competent problem posers and exploring their characteristics

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ling Zhang , Andreas J. Stylianides , Gabriel J. Stylianides
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引用次数: 0

Abstract

In a study involving 66 masters and 60 sixth-grade students, we conducted Principal Component Analysis to identify more-and-less competent problem posers based on performance criteria rather than, as in prior research, relying on participants’ mathematical experience or background. Also, to cast light on characteristics of competent posers, we explored possible patterns in the problem-posing process based on the two identified groups’ self-reports and eye-movements. The results showed that: masters students had a significantly lower proportion of the more-competent group and a higher proportion of the less-competent group than sixth graders; more-competent posers perceived a better understanding of the problem-posing tasks than less-competent posers; more-competent posers exhibited significantly more fixation time on completing the entire problem-posing activities than less-competent posers, though this pattern disappeared across particular stages of the problem-posing process; and more-competent posers appeared to engage in a more purposeful search and processing to construct their problems than less-competent posers.

识别有能力的问题提出者并探索他们的特点
在一项涉及66名硕士和60名六年级学生的研究中,我们进行了主成分分析,以根据表现标准识别能力强弱的问题,而不是像之前的研究那样,依赖于参与者的数学经验或背景。此外,为了揭示有能力的摆姿势者的特征,我们基于两组被试的自我报告和眼球运动,探索了摆姿势过程中的可能模式。结果表明:硕士生较强能力组所占比例显著低于六年级学生,较弱能力组所占比例显著高于六年级学生;能力较强的人比能力较弱的人更能理解提出问题的任务;能力较强的人在完成整个问题提问活动时所花的固定时间明显多于能力较弱的人,尽管这种模式在问题提问过程的特定阶段消失了;与能力较差的装腔作势者相比,能力较强的装腔作势者似乎更有目的地搜索和处理问题。
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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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